Educational measurement and evaluation is . . . a problematic field. Standardized testing is magnificent in its conceptual structure, and it is ‘‘out of control’’ in educational practice. . . . there is widespread advocacy for evidence- based decision-making . . . (and) One quickly understands that many of its advocates are speaking of evidence in the form of objective, science-driven, decontextualized, action determining knowledge, more than as material for user deliberation.

Evidence is an important concept also in establishing a rationale or potential for action. Here there is no single criterion but multiple criteria . . . policy should be based on many factors, on evidence of many kinds. . . . Evidence is an attribute of information, but it is also an attribute of persuasion. It contributes to understanding and conviction. . . . Evidence should be subordinate to judgment, crafted to user conviction. (emphasis added)